Geographic Area of Cruise: West Coast Pacific Ocean
Date: August 9 , 2026
Weather Data from the Bridge
Latitude: 45°46.3’N
Longitude: 124°15.9′ W
Wind Speed: 12 kts
Air Temperature: 15.0°C
Science and Technology Log
Today we had safety drills, and I felt more confident knowing what to do in an emergency. They also checked fire hoses, and the fire response team practiced suiting up and going to their stations as quickly as possible. We were going to light expired flares into the air, but unfortunately we were unable to do so due to the waves and the acoustic sonar being in the water.
Safety drill with expired flares
Commanding Officer Erick Estela led us on a tour of the engine rooms to see how the ship runs. It also gave me a better idea of how the net is deployed. Here is one of the winches that connects to the doors that hold the net open underwater:
Winch that controls the net door, located in the engine room
This is the rudder indicator of the ship:
Ship’s rudder
The engineers have everything they need to keep things running smoothly. They have a number of work areas, including a welding area:
Welding station
This hallway shows some of the electronics that control the generators that power the ship:
Automatic ship controls
There are many backup equipment processes in case something goes wrong. Here is an area that an engineer can control propulsion if there was an issue on the bridge. Also, if the power goes out, there is an old-fashioned sound-powered “land-line” that you crank to call:
Engineer Operating System Location where engineers can control the ship in case of emergency
Sound powered telephone
Before I came on board, I was worried that we would have to take “Navy” showers, like my father used to talk about when he was in the service. These are where you only turn on the water to wash away soap and shampoo. Luckily, times have changed and NOAA makes its own water onboard! Here is a photo of one of the evaporators where fresh water is distilled from salt water. They have multiple units, but they usually don’t need to use all of them, unless people take extremely long showers.
Fresh water distilled on board
There are also HVAC systems and sewage pumps (they use bacteria to break down solid waste):
Organic waste material is processed by bacteria
There are a few areas of the ships that have watertight doors that close during a flooding event, so that you can remain safe.
Doors that can be closed automatically by the bridge in case of emergency
We also checked out the damage control lockers located on opposite sides of the ship. If there is damage done to the hull, materials for containing the leak are available, along with fire mitigation supplies.
Damage Control Locker
Oil leaks are mopped up with items located in these yellow tubs:
Spill clean-up materials
The Dive Locker has wet suits, an air compressor for dive tanks, and other tools necessary for staff that are certified. Once a month, they check the hull outside of the ship to make sure everything is clean and intact. Divers train once a month to maintain their skills and certifications.
Dive locker
Did you Know?
Every night, the chief of science, the chief engineer, the operations officer, the commanding officer, all of the deck crew, and the survey lead meet to go over the trawl plan for the night. Based on the days acoustic data, they go over fishing locations, the weather, if any vessels or buoys are in the area, the topography, and if there are any concerns or updates from the crew.
Then they do an operational risk assessment. Each person puts up a finger, with 10 fingers being the highest risk, and zero fingers being no risk. They rate Resources (Boat and Equipment, Supervision, Communication, and Support), Environment (Surf Zone, Remoteness, Ice, Rocks, Traffic, Shallow or Uncharted water), Team Selection (Experience, Training, and Familiarity), Fitness (Physical and Mental), Weather (Effects on mission and safety),and Mission Complexity (New or experimental, or restricts maneuverability). If the total score is high, that can affect whether trawling proceeds or how many trawls will occur that night.
Operational Rish Assessment Form used during meetings
Personal Log
Before I left Eugene to fly to San Francisco, I was excited to start my time with NOAA but also nervous about how well I would adapt and fit in on a research expedition. Admittedly, the fish trawling and sampling is rigorous and switching to a night schedule was tiring for the first few days. But everyone has been so patient and open to all of the questions I have (they even let me steer the ship!), even though I struggle sometimes with understanding some of their answers. I’ve learned an incredible amount about marine biology, fisheries, and NOAA, along with learning about the people behind the jobs on board. Now, near the end of my time on board, I feel that I’m more than capable in the wet lab, I’ve adapted to life aboard a ship, and I’m now part of an incredible crew and team. Maybe it’s time I switch to a science teaching position…? 🙂
Mission: SEAMAP Summer Groundfish Survey Geographic Area of Cruise: Gulf of America/Gulf of Mexico Date: July 18, 2026
Science and Technology Log
Are you curious about the final number of marine taxa (types) that we caught on Leg 3 of the SEAMAP Groundfish Survey?
We caught more than even the scientists onboard predicted we would! However, before I tell you the final count, I want to explain a little bit about the process of sorting and identifying the different types of marine life counted during the survey.
Not everything that came up in the net was counted as part of the survey. Trash, empty shells, sea grass, and organisms small enough to pass through the holes in the net were not included. We first sorted everything into similar groups and then separated those groups further when needed. For marine life that looked very similar or was difficult to identify, the scientists would double-check each other’s work to make sure everything was sorted correctly. Remember, this survey was not just about fish but included all kinds of marine life living on the ocean floor.
Looking at these pictures, can you tell the difference between some of these organisms?
Four different types of flatfish, most commonly known as Flounder, all caught in the same haul
Two different types of scallops
Sometimes it was easy to tell the difference and other times it was very difficult. The scientists had to not only know the differences but also the scientific (Latin) names for hundreds of different marine taxa. Occasionally, we would catch something that was not common during the groundfish survey. When this happened the scientists would consult identification guides or databases to help identify what we had caught.
Over the past two weeks, I have learned so much and encountered many new names and words. Not only have I learned the common names of the marine life we encountered, but I have also learned their scientific names. I’m not sure how many of those names will stay in my long-term memory since I may never encounter some of these organisms again. I do know I have learned more than I ever expected.
I was able to identify a lionfish on someone’s shirt! Before this trip, I never would have recognized it.
The total count of different marine taxa (types) that we counted was…
350!
That’s 350 different marine taxa that we identified during Leg 3 of the survey. Then, every individual within those taxa had to be counted, with many also being measured and weighed. It was incredible to see the diversity of life living on the ocean floor.
Watch this slideshow to see video to see some of the amazing marine life we encountered.
Marine Life of the Groundfish Survey
Did you see any marine life that looked familiar? I did! I was surprised to learn that there are catfish in the sea! They are a different type than the catfish we have in the rivers back home in Kansas, but they look very similar.
Personal Log
Before leaving for this trip, I wanted to get a picture of the sunset every night. Unfortunately, that didn’t happen! At first, I did not realize the sun set around 8:00 p.m. in the Gulf instead of closer to 9:00 p.m. like back home in Kansas. By the time I figured that out, I had already missed a few beautiful sunsets. Thankfully, I was still able to capture several beautiful sunsets before the end of the trip.
They say that if you are lucky, you might see a ‘green flash’ just as the sun disappears below the horizon because green is the last color visible before the sun is gone. I watched every chance I got, but I was not lucky enough to see one.
As I head back to Kansas, I just want to say thank you to everyone who made this experience possible. Thank you to the NOAA Teacher at Sea team, the crew of Oregon II, the science team, and everyone who followed along on my adventure.
It is still hard to believe that this was my life for the past two weeks. The entire Oregon II crew was incredibly welcoming and made the ship feel like a home away from home.
Part of the science team aboard NOAA ship Oregon II
To the science team, thank you for making room for a Teacher at Sea and for answering my thousand-and-one questions. You are an incredible group of people, and the research you do to help monitor the health of the Gulf is so important. A special thank you to Scientist Dereke for being willing to pick up the ‘spicy’ fish so I could take pictures, and to Mo, the college student, for learning alongside me and teaching me about marine biology.
Dorothy said in The Wizard of Oz, “there is no place like home.” While I am happy to be back in Kansas and preparing for my next adventure at a new school, I know I will miss the people I met aboard Oregon II. It truly became a home away from home.
Artist Highlight
Meet artist Sean Gronquist, a member of the NOAA crew. Sean uses the Japanese art of fish printing called Gyotaku. Gyo means fish and taku means rubbing. This traditional art form began as a way for fishermen to record their catches before photography and is still practiced today. https://ocean.si.edu/conservation/get-involved/educational-uses-gyotaku-or-fish-printing
Sean Gronquist displays a fish print of a dolphinfish
Activity Corner
Choose an ocean animal that interests you and do a little research. Where does it live? What adaptations help it survive? What role does it play in its ecosystem?
The science team shared some of their favorite ocean-themed books for readers of all ages. Whether you are just beginning to learn about marine life or you are looking for your next great read, I hope you find one that inspires you to learn more about our oceans.
Lower Elementary
The Pout-Pout Fish by Deborah Diesen
The Cod’s Tale by Mark Kurlansky
Upper Elementary and Up
The Octopus Scientists: Exploring the Mind of a Mollusk by Sy Montgomery
Why Fish Fart: Gross but True Things You’ll Wish You Didn’t Know by Francesca Gould
Middle School and up
Octopus: The Ocean’s Intelligent Invertebrate by Jennifer A. Mather
The Soul of an Octopus by Sy Montgomery
Nonfiction High School and up
What a Fish Knows by Jonathan Balcombe
Emperors of the Deep by William McKeever
Longitude by Dava Sobel
So Excellent a Fishe by Archie Carr
A Shadow and a Song by Mark Jerome Walters
Fiction High School and up
Andy Weir: The Martian or Project Hail Mary
Merfolk by Jeremy Bates
Nonfiction Adult
Cod: A Biography of the Fish That Changed the World by Mark Kurlansky
The Reef: A Passionate History by Iain McCalman
The Brilliant Abyss by Helen Scales
Other Minds by Peter Godfrey-Smith
Rachel Carson’ ‘s The Sea Around Us or Silent Spring
Adult Fiction Books
The Ocean at the End of the Lane by Neil Gaiman
The Mountain in the Sea by Ray Nayler
Remarkably Bright Creatures by Shelby Van Pelt
Did You Know?
Oregon II will welcome another NOAA Teacher at Sea at the end of July for Longline Survey. It will be a different science team, but I hear they will be catching lots of sharks and snappers! Follow the NOAA Teacher at Sea Blog to continue the adventure.
Geographic Area of Cruise: Northwest Atlantic Ocean
Date: August 2, 2025
Weather Data from Bridge: Latitude: N41o30’0’’ Longitude: W67o17’0’’ Sea Wave height: 8 feet waves Wind speed: 13 kt Wind Direction: 40o SW Visibility: overcast Air Temperature: 20.oC Barometric Pressure: 30.22 inHg Sky: gray to clear
Photos: NOAA Ship Pisces in port in Newport, Rhode Island; NOAA Ship Pisces’ call sign; Teacher at Sea Dorothy Holley and NOAA Ship Pisces.
Science at Sea
When someone I care about tells me they don’t feel so good, the first thing I want to do is put the back of my hand to their forehead. Do you have a temperature? If so, your body is probably fighting off something. A thermometer can give a more quantitative answer. With more precise data, I can best treat the underlying cause.
Photos: Bongo nets on deck, awaiting deployment; Ed Williams and Alyssa Rauscher deploying the bongo nets; Pulling the nets back on board. Photos by LT Karina Urquhart
NOAA scientists help us take the temperature of our oceans by monitoring plankton – the base of the marine food web. I’m not talking about sticking tiny thermometers into copepods or krill, I’m talking about measuring plankton abundance and composition over time. NOAA collects plankton data four times each year – summer, fall, winter, and spring. With over four decades of plankton data, NOAA scientists are able to help fisheries make informed decisions to maximize production as well as protect vulnerable species.
Our team uses Bongo nets to collect plankton on this NOAA Summer Ecosystem Monitoring cruise. We will make over 100 (I think there are about 160 planned stations but we probably won’t have time to get to all of them) stops from Cape Hatteras to the Gulf of Maine, collecting samples that will later be sorted and catalogued. (For a more detailed description of Bongos, see Teacher at Sea Tonya Prentice’s blog here)
You do the math: If we are out at sea for two weeks, and deploy the Bongo nets at 100 different stops, how many times does each group need to collect plankton from the Bongo nets each day? Check in the next bog post for the answer.
Mess hall or Cafeteria?
Interesting Things: I am surprised by the ways I have been prepared for life on a NOAA ship by classroom life in a public school. The chairs all come with tennis balls on the bottom. In my classroom, we put tennis balls on the chairs so that they don’t make loud noises or create as many scuffs on the floor. Why do you think we have tennis balls on the chairs on a NOAA ship?
NOAA Ship Pisces home port is Pascagoula, MS
Amanda Jacobsen, Science FIeld Party Chief, NOAA Ship Pisces
Career Spotlight
Amanda Jacobsen is our Science Field Party Chief. She works in the NOAA Fisheries lab in Rhode Island, and sails on NOAA cruises like this one. She grew up in Connecticut and attended a small, liberal arts school, Connecticut College. While there, Amanda took a broad spectrum of science courses including Biology, Physics, Chemistry, Environmental Science, and even Environmental Law. Her degree in Environmental Studies helps her understand the many impacts on Marine Ecosystems.
Amanda is now a full-time NOAA scientist and a part time graduate student, studying to earn a Master’s degree in Marine Biology from the University of Massachusetts Dartmouth. Her thesis examines the energy of plankton in the food chain. (Alert: we will do bomb calorimetry labs next year with Amanda’s data!) Better understanding the bottom layer of the energy pyramid is important to harvesting all of the tropic levels above it. If you like eating fish or even fish sticks, you will benefit from Amanda’s work because plankton provides food for nearly every creature in the ocean either directly or indirectly!
One tool that Amanda can’t live without is the Katy Clip (shout out to NOAA Ship Henry B. Bigelow survey technician Katy McGinnis!). The Katy Clip helps us wash down the Bongo nets when collecting plankton.
Amanda is currently reading the Red Rising Series by Pierce Brown. She also recommends The Ocean’s Menagerie by Drew Harvell. Amanda enjoys doing just about anything as long as it is outside. I am glad she is helping take the temperature of our oceans so that we might enjoy fishing for many years to come!
A part of our Science team: Dorothy, Amanda, and Miles
Personal Log
The ship is going 24/7, so the scientist are, too! Our team is divided into two groups – one that works 3 am – 3 pm and the other works 3 pm- 3 am. Amanda, Miles and I are in the second group. We get to see the sunset every day, but I probably won’t make it to breakfast!
Mission: Oceanographic and Biological Monitoring of Davidson Seamount
Geographic Area: Davidson Seamount/Monterey Bay National Marine Sanctuary
Date: July 26, 2025
Weather Data: 15°C/ 59°F in Berkeley, CA
Science and Technology Log:
Our mission ended and I disembarked in Alameda on Thursday morning. The Lasker is now headed back to its home port of San Diego. We accomplished the seven days of transects and had two additional days of data collection in which we did several more deep CTD drops (to 2400m) and two more full days of bird and mammal observations. Our total bird and mammal observations were 1333 with 986 birds and 347 mammals. Leach’s Storm Petrel and Red-necked Phalarope were the most common birds. Fur seals and whales (both unidentified) were the most common marine mammals with Fin whales coming in third. Besides these observations, we also observed 14 ocean sun fish (Mola mola), 12 sharks and 20 pieces of floating plastic and styrofoam. It was jarring and painful to see a plastic bottle floating by so far from land. This data will be added into the long term study of the Davidson Seamount which has been happening every few years since 2010. The past missions have been in 2010, 2015, 2018, 2022 and 2024. Thus, together with our work this year, we are building a story of the life above and below the seamount.
Overall, we surveyed over 500 miles and the ship traveled twice that- 1000 miles- since it doubled back in the night, collected more CTD samples, and then transited to the next line. Overall, we did 86 CTD casts and collected 81 eDNA samples which will give us a picture of the character and life of the ocean below the surface. This picture will complement our observations above the water and allows us to know how animals interact with their environment so we can work to conserve them. Given the fact that 95% of the ocean is unexplored, it feels amazing to be part of this effort and contributing to our understanding of the Monterey Bay National Sanctuary and specifically the Davidson Seamount.
In the down time between observation efforts on the flying bridge (highest deck on the Lasker), I had the chance to interview the two early career scientists- Kylie Marozsan and Melissa Ashley. Everyday Kylie and Melissa added so much enthusiasm and positivity to our work and I was inspired by how much they have accomplished in their lives so far. I believe they are great role models to my 5th grade students and the middle and high school students I mentor.
Melissa and Kylie holding ocean ‘shrinky dinks’ (projects compressed by adding them to the CTD drops)
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Kylie entering bird and mammal data
Early career scientist- Kylie Marozsan
Kylie is from Pennsylvania and is a rising senior at the University of Miami majoring in marine biology/ecology and minoring in microbiology/immunology. Beyond her studies, she is president of the marine mammal rescue team; a team of volunteers who are basic stranding certified so they can assist local officials with rescuing marine mammals. She is here as a NOAA Hollings Scholar.
What is a NOAA Hollings Scholar?
It is an eight-week program where students intern in NOAA between their junior and senior year of college. You fill out an application, write an essay and send in your resume. Then you have access to possible placements. I saw a post by Chad King, research ecologist for Monterey Bay National Marine Sanctuary, interviewed and did a site visit. While I have been at the Monterey Bay National Marine Sanctuary, I have worked on improving the sanctuary’s video database, assisted with microplastic field work on both the beach and the ocean, and participated in this 10 day research cruise aboard the Reuben Lasker. On July 29th, I will present my summer work at the NOAA Headquarters in Silver Spring, Maryland.
What do you enjoy about your experience?
I am enjoying the research with the Monterey Bay National Marine Sanctuary. The experience is well rounded with both field work and office work and being on a research crew.
What has been a challenge?
Moving to a new place, adjusting to a new climate with my first “adult” job and living on my own have all been challenges. Yet, the people and everyone have been so welcoming and kind.
Why is this work important?
We have been given a beautiful planet; we must do what we can to protect it and we can’t protect the people we love without protecting the place we love.
When did you know you wanted an ocean focused career?
Ever since the 6th grade I loved Shark Week on the Discovery Channel. Shark Week happens for a week every summer. I loved it so much I messaged the filmmaker that I wanted to do his job and he told me “live the life you dream”.
What is a book/ activity you recommend to someone who wants an ocean focused career?
I recommend the book Silent Spring by Rachael Carson. It is an eye-opening book about the chemicals in our world written by a woman. It made me more aware about products and their sustainability. Silent Spring discusses how pollution from land can accumulate and hurt all different levels of ecosystems including the ocean.
For activities- go snorkelling! You can learn a lot from what’s out there.
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Early career scientist- Melissa Ashley
Melissa collecting water for eDNA sampling
Melissa is from San Jose, California. She grew up going to northern California beaches and loved visiting the Monterey Bay Aquarium. In high school, she enjoyed marine biology so much that she led a marine biology club that did dissections, presentations and river clean-ups. She graduated from the University of San Diego in environmental and ocean sciences and then received her master’s degree from the Middlebury Institute of International Studies in Monterey. She focused on ocean and coastal management. Melissa now lives in Monterey and is a California Sea Grant Fellow.
What is a California Sea Grant Fellow?
It is a one year placement in a state agency focused on marine and coastal policy. I have been with Monterey Bay National Marine Sanctuary since February. Over the past ten years, we have seen a decline in bull and giant kelp throughout different parts of northern and central California believed to be attributed to a combination of marine heatwaves, sunflower sea star die-offs and a sea urchin population surge. Since we aren’t able to restore all of the kelp that has been lost, I am helping identify which kelp bed locations throughout the sanctuary are the most important to people who rely on them. One of the things I love most about being a fellow at a marine sanctuary is the chance to be involved in such a wide range of work. While I don’t typically work with seabirds or eDNA in the office, trips like this highlight the many different roles that go into managing a sanctuary.
Why is your work important?
My work is important because it helps bridge science and policy. Studying marine resources is incredibly important, but without strong policy, we can’t protect the resources that we study. Long term, I’d like my work to help protect the marine resources that we study, but also help the people that rely on these resources for their livelihoods.
What do you enjoy about your work?
On this mission, I love learning about so many new marine mammals and sea birds- like the Cook’s Petrel which you can only see offshore. It’s also been so fun getting to meet and spend time with such a dedicated and passionate team on board also enjoying getting to know everyone on board.
What is a challenge?
I’d say my biggest challenge right now is just adjusting to life at sea. It’s very comfortable here on the ship, but sometimes we’re stationary for long periods of time. As someone who likes being active, I have to make an effort to find different ways to stay active – whether that’s going to the ship’s gym in the evening or having impromptu dance parties during our breaks on the flying bridge!
When did you know you wanted an ocean focused career?
Ever since elementary school, I’ve loved both art and science, and I’ve always been curious about the natural world. As I watched documentaries online, I discovered that while the ocean is beautiful and inspiring, it also faces many threats. Studying environmental and ocean sciences in college felt like a natural path. It took some time, but I eventually found the policy space. Working in policy allows me to combine science, law, and policy-making it a perfect fit where I can draw on all my different interests.
What is a book/ activity you recommend to someone who wants an ocean focused career?
A couple of my favorite books I’ve read are California Against the Sea by Rosanna Xia and Seaweed Chronicles by Susan Hand Shetterly.
In terms of activities, try getting involved by volunteering to help with beach cleans up or starting a club of your own at school. If you’re in high school, community college courses and summer programs are a great way to explore topics of interest too. In high school, I participated in UC San Diego’s Academic Connections program where I lived on a college campus for three weeks and took a marine ecology class at Scripps Institute of Oceanography.
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More Learning from the Science Team
Last sunset with the entire science team:
Front: Amity, Mike, Holly/ Back: Rudy, Chad, Mel, Kylie, Jim, Julie, Erica and Jacqueline
During the moments in which we were ‘off effort’- not observing birds and mammals- I was able to have in-depth conversations with each member of the science team. I learned so much during these exchanges and would like to share some excerpts from our conversations. Since Chad, Mike and Holly were featured in a previous blog, I will focus on Rudy, Erica, Jim, Amity and Julie.
Erica Burton (marine ecologist) :
My favorite movie is Incredible Mr. Limpet because he loved the ocean so much, he wished for it and fell into the ocean and became a fish. I also recommend the book Dove by Robin Graham about a boy who sails around the world.
Advice: Don’t be afraid to take courses to find out what you like and don’t like; you never know what will be of interest. Volunteer in your community to do community science with all your friends.
Jim Tietz (Point Blue Marine Scientist):
New learning: A ‘spark bird’ which is the bird that gets you interested in birding. For me, it was the American Kestrel, which is a very beautiful bird I found in my neighborhood while in college. It led me to get a book out and learn to identify birds in my yard. It is important to get out into nature and have people show you animals and plants where you live.
I recommend The Song of the Dodo by David Quammen because it describes how scientists have approached evolutionary problems.
Rudy Wallen (Point Blue Marine Scientist):
Story: I saw my spark bird when I was five at grandfather’s farm in Wisconsin. I was walking near the barn and kicking up insects with my steps. The bird swooped by and banked -stretching its wings and flaring its tail- and I saw a deep iridescent blue black color, a midnight steely blue, and then an orange rust color on the underside. I still have a snapshot of that moment; it is frozen in time for me.
Julie Howar (Point Blue Marine Scientist):
Advice: Go to the beach and look around. Focus on looking at little things- especially things you might think of as ‘gross’- something dead even. Look and really see what is there… on a rock, or under a rock. Also when an opportunity presents itself, take it if you can. (Julie speaks from experience as she travelled to Antarctica on the Polar Duke as part of a volunteer research team to study krill in 1994.)
Amity Wood (Education and Outreach Coordinator for Monterey Bay National Marine Sanctuary):
Advice: Explore nature! Get out to the tidepools, an estuary, a beach, and only take binoculars or a magnifying glass. Bird watch, take photos, and draw or paint what you see! It’s amazing what you’ll become excited about from opening your mind and senses to your natural surroundings. Humans are a part of nature and we should make connections daily.
Personal Log:
Last sunset over the Pacific Ocean. View from the bow of Reuben Lasker.
In these 10 days at sea, crossing 1000 miles of ocean, I spent days on end with no ship or land in sight. I was outdoors, invigorated by the fresh breeze, from early morning to after sunset. From the flying bridge, I looked out in full circle for miles into the horizon and watched the waters change as the skies changed – from cobalt to teal to silver and from glassy to rippled to white capped. With each rock and sway, the ocean spoke to us with her breath and reminded us that she is the one who sustains us.
As the project progressed, I learned that science takes time and patience. I honed my observation skills as I began to master my binoculars. With practice, I changed from my first days of missing every sighting, to being able to spot whale spouts on the horizon, a shark fin drifting by in the distance and to identifying birds- such as storm petrels and Red-necked Phalaropes- as they crossed our bow. As my patience grew, I became accustomed to the long days of observation and eagerly awaited each experience with the hope of new discoveries. Yet, we had days where there rarely was a bird or mammal in sight. We also had long waits- up to 1 hour 45 minutes- for the CTD rosette to descend and return from a 2400m drop. However, in these times, each scientist had so much to share to keep up the positive spirit. In the wet lab, Erica had a box of amusing finger fidgets, long lasting candies and a waterproof card game. On the flying bridge, people shared stories, favorite songs (click the link to listen), jokes and a range of crunchy snacks. There was always joy and laughter.
The story of science is also a story of the people who make it happen. We were 36 people alone on the ocean, on the Reuben Lasker, doing science as a team. The science couldn’t happen without the ship crew; our 11 member science team was supported by 25 crew. Each person aboard was unique and yet everyone was bound together by a desire to further understand our ocean and to protect it. For me, since I too love the ocean and science, being part of such a community was both fulfilling and awe-inspiring. I leave with a deep sense of hope that our work will have a lasting impact for the good of the ocean.
Now my mission continues at home, as I work to pass on this curiosity and joy of exploration to the next generation of sanctuary stewards. As my students and I study the 50 states (a 5th grade standard), we will also learn about the 18 national marine sanctuaries with a focus on the Monterey Bay National Marine Sanctuary and the work of this cruise. We will identify, study and monitor birds (‘being on effort’) right where we are- on our school grounds. Thus, I hope to empower my students as explorers of the natural world with the same joy and wonder I have experienced.
Did you know?
Red-necked Phalarope in front of the bow. Photo Credit: Jim Tietz
Red-necked Phalaropes breed in the Arctic tundra and winter at sea. They are only seven inches long. The females are brightly colored and fight fiercely over males. Yet, once they lay their eggs, they lose interest and the males incubate and raise the young. Meanwhile, the females seek out new males and lay a new clutch. On our cruise, the Red-necked Phalaropes and other birds were attracted to the night lights of the ship. After this was discovered, the ship turned its outside lights off at night to protect the birds.
Red-necked Phalarope. Photo Credit: eBird
Final Thanks …
I’d like to thank the Teacher at Sea program and specifically Emily Susko for offering me this special experience in my local Monterey Bay National Marine Sanctuary. I am also grateful to Chad King and the entire science team for allowing me to learn, sample, observe, appreciate and wonder with them. And finally, thank you to the entire crew of Reuben Lasker that transported us safely to the Davidson Seamount and back.
NOAA Teacher at Sea Nick Lee Aboard NOAA Ship Oscar Dyson June 29 – July 20, 2024
Mission: Pollock Acoustic-Trawl Survey
Geographic Area of Cruise: Eastern Bering Sea
Date: July 12, 2024
Weather Data from the Bridge:
Latitude: 60° 02.17 N
Longitude: 176° 37.3 W
Wind Speed: 14 knots
Air Temperature: 5.5° Celsius (41.9° Fahrenheit)
Science and Technology Log
Once the trawl is completed, the codend is unloaded onto a conveyor belt for sorting. Usually, we just sort by species, picking out any organisms that aren’t pollock and storing them in separate baskets. Overall, I’ve been surprised with how “clean” or uniform the catches have been. We will usually have some jellyfish, but other than that we tend to have only a few fish of other species in a catch with hundreds or thousands of pollock.
The catch is first emptied onto a conveyor belt where it is sorted by species.
When the catch has a mix of juvenile and adult pollock, we’ll also sort them by size, which roughly correlates to age group. The size cutoff used for sorting is only an approximation of age (the exact age is determined later), but it is still useful in ensuring that we sample a consistent number of each size class in every trawl.
Distinguishing between the larger juveniles and smaller adults on the belt can be tricky, so on one trawl we got creative and found what we named a “measuring fish.” This fish was the smallest length that had been designated as an adult in the previous trawls – anything smaller we left on the belt with the juveniles and anything larger we put in a separate basket with the adults. While not the most conventional solution, it served our purpose well and showed that anything can be made into a measuring instrument!
Using a “measuring” fish to sort the catch according to size (Photo Credit: Matthew Phillips).
Once the fish are sorted, we take length and weight measurements for a representative sample of all species in the trawl. We measure the length of hundreds of pollock in a given trawl, so luckily the system is very efficient.
When I length a pollock, I’ll grab the fish in one hand and place it on the magnetic length board so that its head is against the end at zero. Then I’ll use my other hand to straighten the fish and place a magnet at the fork of the tail. The length board records where the magnet touches the length board, measuring what is known as the “fork length” of the fish.
The length board records where the red magnet is placed.
For a subsample of pollock, we will also record the sex and maturity of each individual. To collect this data, we’ll first make a cut along the side of the pollock. This allows us to observe the pollock’s ovaries or testes and compare them to a chart showing the stages of development. Based on the time of year, most of the pollock we catch are in the “developing” stage. Also visible are the pollock’s liver and its stomach, which is often filled with krill!
Scientist Matthew Phillips showing me how to identify the sex and maturity of a pollock (Photo Credit: Mike Levine).
For a subsample of the pollock in this group, we’ll also collect otoliths, which are similar to tree rings in that they allow scientists to visually determine the age of the individual. Otoliths are part of pollock’s inner ear, and they help the fish to detect vibrations in the water. Like tree rings, they grow throughout a fish’s life, adding visible layers each year. During times when the fish is actively feeding (usually during the summer), an opaque layer forms around the otolith. In contrast, when the fish is eating less, the otolith layer formed is translucent. By studying otoliths, scientists can determine the age of a fish, as one opaque layer and one translucent layer together represent one year. (Source: https://www.fisheries.noaa.gov/national/science-data/age-and-growth)
Extracting an otolith from the head of a pollock (Photo Credit: Mike Levine).
One important and sometimes overlooked step in scientific data collection is the clean-up. At Codman Academy, we use the phrase “Leave No Trace,” and I try to model this idea in the fish lab as well. Working with fish can be smelly, and the smell only grows when fish are allowed to sit for extended periods of time. The process of recording sex and extracting otoliths can be especially messy, so we are constantly spraying down baskets and surfaces (and each other!) between data collection steps.
All of the fish that are processed are ultimately disposed of overboard – usually during the processing of the trawl dozens of seabirds follow the ship in search of discarded fish!
Seabirds flying past the fish lab.
Personal Log
Outside of my stateroom, there is a tongue-in-cheek poster claiming to be a “Bering Sea Weather Guide.” The poster has the labels “Good Day,” “Some Days,” and “Other Days,” below paint swatches, all of them different shades of gray. There are also gray paint swatches for “Summer,” “Winter,” and “Days Ending in Y.”
“Bering Sea Weather Guide” outside my stateroom.
We’ve certainly had our share of gray days this cruise, and I’ve become used to falling asleep to the sound of the ship’s foghorn. However, we’ve also gotten a few moments of sunshine and blue sky, providing some great moments for bird and whale watching from the bridge. Being on the night shift, I’ve also been able to observe a couple of sunsets from the water!
View from the bridge on a clear day (left) and sunset at sea (right).
Did you know?
Because we are so far north and west in the time zone, the sun sets very late here, usually around 1 am!
